1. Provide Mentoring Support to a Colleague
Establish a relationship
Apply effective communication styles to develop trust, confidence and rapport
Agree on how the relationship will be conducted
Clarify and discuss expectations
Offer mentoring support
Assist mentee to identify and evaluate options to achieve agreed goals.
Share personal experiences and knowledge with the mentee.
Encourage mentee to make decisions and take responsibility for the courses of action under consideration.
Provide supportive advice and assistance in a manner which allows the mentee to retain responsibility for achievement of their own goals.
Change and discuss the mentoring relationship.
Make any adjustments to the relationship taking into account the needs of both mentor and mentee.

2. ‘Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development . This person was their mentor’ Dr Beverley Kaye, Up is Not the Only Way, 1997

3. Mentor = Trusted friend or advisor

4. Mentoring Purposes Professional Development Accreditation Updating
Fast tracking

5. Roles in Sport Education
Presenter
Assessor
Mentor

6. Some Characteristics of a Good Mentor
Approachable and welcoming
Shares information and experiences openly
Good communication skills
Trustworthy
Provides accurate and appropriate feedback
Technical expertise
Motivating, encouraging, positive and empowering
Allocates appropriate time to mentoring
Sensitive to the needs of the coach/official

7. Some Characteristics of a Good Coach/Official (in a mentoring relationship)
Drives the process and take responsibility for solving problems, personal growth and development
Motivated and willing to develop a good relationship
Listens and accepts guidance and feedback
Sets realistic and appropriate goals
Reliable, trustworthy and maintains confidentiality
Looks to be challenged
Flexible and open to new ideas
Shows initiative and enthusiasm but has reasonable expectations
Recognizes, acknowledges and appreciates mentor

8. Mentoring Roles
Coach
Facilitate
Counsel
Sponsor
Support

9. Pros & Cons of Mentors as Assessors
Knows coach’s/official’s abilities
Coach/official may feel more comfortable
Mentor can modify sessions to prepare coach/official for assessment
Mentor can assess over a longer period of time
Fewer people are required in the process
CONS
Coach/official may feel threatened during the mentoring process knowing that their mentor will assess them
The mentor may not be sufficiently independent to make a fair and valid assessment
It may hinder working relationship

10. Strategies for Mentors who are Assessing
Understand why you are assessing, ie for improvement
Be open and up front about your dual role
Discuss the possible conflicts of the dual role
Be clear, and make it clear, what role you are playing at any given time
Seek regular feedback from the coach/official on both roles
Use an independent assessor if needed
Keep accurate and thorough assessment documentation

11. Skills Mentors Require
Role
Assessment of participant
Skills Required
Have sufficient knowledge of what is being assessed
Establish impartiality
Create a supportive environment
Assess what the coach/official can do, not what you think they can
Give accurate and concise feedback

12. The Mentoring Process Goal setting Observation Analysis
Providing feedback
Action planning
Review

13. Foundations for successful mentoring relationships
Develop and communicate clear goals and expectations at the beginning
Set the ground rules and develop an agreement
Clarify the roles of the mentor and mentee
Work out when and how feedback will occur
Review the relationship at regular intervals

14. Goal Setting

15. Two-way process of mentoring
‘Mentoring is a two-way process in which both mentor and coach benefit from the networking, sharing of ideas and interaction that can lead to lifelong friendship and betterment of the sport’
Adapted from the Lacrosse Case study

16. Setting the ‘Ground Rules’
Time & place to meet
Phone calls at home?
Scope of feedback and assistance
Preferred learning style
Formal versus informal
Roles and responsibilities
Consider what level of commitment you are prepared to make

17. Empowerment
‘Mentoring is a process rather than an event; mentors must see themselves as managers of a process, rather than just passing on knowledge.’
(Galvin, 1998)

18. Empowerment Who is ‘driving’ the mentoring relationship
- the mentor or the coach/official?

19. Empowerment scenarios
Scenario 1: Your mentee has not contacted you for two months
Scenario 2: Your mentee is having trouble with one of their athletes and asks you to intervene
Scenario 3: Your mentee has just ‘failed’ their assessment (you were not the assessor). The mentee thinks that they were ‘hard done by’ and wants you to speak to the assessors.

20. Empowering the coach/official
Communicate openly
Encourage them to take responsibility for achieving their goals
Give them space and time to complete tasks
Guide and counsel as they reach final stages of tasks
Help them to learn from mistakes
Help them to work out the answer, rather than just telling them
Give constructive, critical advice – but don’t expect to solve all their problems for them
Introduce them to other people who might be able to help them
Give them responsibility and monitor progress
Build confidence through ‘extraordinary’ activities

21. Observation checklist
Discuss the sample observation checklist with your mentee.
Check if there are areas that the mentee wants you to look at specifically (identify potential ‘weak’ areas)
Add any sport specific ‘technical’ aspects

22. Why use questions??? To eencourage group interaction
To hhelp maintain interest and stimulate thought
To hhelp facilitate learning by involving coach/official
To defuse potential confronting situations
To allow individuals the opportunity to get some feedback on what they want to know
To create a discussion
To redirect a discussion
To obtain feedback

23. Techniques for asking questions
Keep them simple (one idea per question, simple language, short)
Pause and give the other person a chance to reflect and answer
Prompt (repeat or paraphrase the question, recall information related to the question)
Deal with wrong answers in a sensitive and constructive way

24. Use of appropriate questions
What questions might be appropriate in the following situation?
Situation: The coach/official has difficulty articulating their needs/goals for the mentoring relationship. What questions might you, as the mentor, ask?
Possible Questions:
What do you want to get out of this relationship?
Do you feel there is more that you are after from me as a mentor? If so, what?
How can I, as your mentor, better cater for your needs?
Can we discuss what you would like to accomplish by the end of the year?

25. Use of appropriate questions
Develop a list of appropriate questions you might use if you were a mentor faced with the following situations:
The coach/official has stated that they don’t have enough time to contribute to the relationship.
The coach/official is geographically isolated from the mentor and other coaches/officials in their sport.
The coach/official has provided feedback to the mentor that they find the mentor ‘overpowering’.
The coach/official does not listen to feedback from the mentor and appears arrogant
The coach/official is angry because they feel that the mentor ‘put them down’ in front of their athletes

26. How to give feedback Encourage openness Praise good work
Make feedback timely
State your feedback in a manner that conveys respect and support
Keep comments related to the task not the person
Focus on specific behaviours
Address areas of strength and weakness identified by the person
Ensure comments are clear and understood
Support negative feedback with specific examples and facts
Link negative feedback to actions for improvement

27. Reasons for failure of feedback
Person perceives little benefit
Person perceives too much time and energy expenditure with little result
Person uncomfortable with face to face communication
Mentor not skilled in the process of giving and receiving feedback

28. Receiving feedback Take a problem solving approach
Discuss suggestions for improvement
Thank the person giving the feedback
Practise to improve
Review again to check that things have improved
Listen objectively with-out interrupting
Take feedback as advice, not as a personal attack
Summarise feedback to ensure you have understood

29. Components of quality training
quality of presenters quality of presenters
Competency
Standards
&
Assessment Criteria
entry
requirements
access and equity
RPL process
articulation and credit transfer
course monitoring and evaluation
teaching/ learning methods
facilities to meet course requirements
quality of presenters
educational/ instructional design of materials
student feedback mechanisms
integration of on-and-off the job components
valid and reliable on-and-off the job assessment
quality of assessors
Components which clarify
the quality of training
Components which define a course
curriculum

30. How can you improve as a coach/official?
Learning
Studying
Reading
Observing
Discussing
Evaluating
External review
Peer assessment
Player evaluation
Self evaluation
Diary
Mentoring
Video self analysis
Practising
Gaining experience as a coach/official

31. The self reflection process
Action
Planning for change
Self reflection
Recognition of things to improve

32. Self reflection methods
Coaching/Officiating Diary
Simple
Focuses your thinking
Long term perspective
Mentoring
Social and interactive
Feedback and advice
Guided self reflection
Video Self Analysis
See yourself as others see you
Accurate and detailed
Can be sent to a distant mentor

33. Key aspects of coaching
Communicating
How good are your people skills?
How well do you relate to your athletes?
Teaching
How good are you at developing your athlete’s fitness, skills and strategic understanding?
Managing
How good are you at organising and supervising training sessions?

34. Key aspects of officiating
Control
Decision making
Communication